| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 88 === This study describes the cognitive affective learning effect and the learners’ reflective voices with regards to role-playing in elementary Chinese class. A total of 36 fifth-graders were invited in this study. After learning a text, students would discuss in small groups on how to adapt the text for role-play and then present their adaptations to the class. After role-playing, there would be a class discussion on the text-related dramatics and students would criticize or ask questions about the ways in which other groups presented the text.
This study includes interpretative research and narrative analysis. The conversations between students and the teacher were the focus of the study. The researcher would use narration to report her experiences.
The major results drawn from this study are as follows. First, students’ adaptations and role-playing in the Chinese class are always in keeping with children’s life experiences. Second, if students can cooperate and observe the rules, learning in teamwork would be more effective. Third, emotional awareness and situated cognition can be constructed from students’ cooperation in the adapting of texts. Fourth, it is easier to adapt concrete themes than forms. And fifth, students have both positive and negative experiences of role-playing in the Chinese class.
Moreover, this study would explicate in terms of multiple intelligence the learning and personal growth of a focus group through the adaptation and role-playing in the Chinese class. The focus group included four students: one was speechless, another irresponsible, another rebellious and the fourth chatty.
Role-playing in the Chinese class, focusing on theme integration, can open multiple learning experiences and get alternative learning results. It can be a useful teaching strategy.
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